SM Discussions-what's stood out so far

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Subject: [PD 4805] What's stood out so far?
From: Jackie A. Taylor
Date: Tue Jul 13 14:14:31 EDT 2010

Dear Colleagues:

I hope you'll continue to consider your teaching/PD objectives and whether or how blogs and microblogs would meet those objectives. Feel free to discuss this topic in the coming days, continue existing threads.

In the meantime, please share with the PD List what's stood out to you from our discussions thus far. What seems important, or what surprised you? What seems important that we've not discussed?

Please post your reflection to the PD List. Feel free to post your reflection on Twitter if you're following the Twitter backchannels (@TechPD Hashtags #TechPD and #SMPD).

Looking forward to hearing from you,

Jackie

Jackie Taylor

PD List Facilitator
Jackie at jataylor.net

Subject: [PD 4806] Re: What's stood out so far?
From: Latasha Goodwyn
Date: Tue Jul 13 17:56:12 EDT 2010

One thing that I am interested in is teaching an online Adult Education course using a system like Blackboard as the ogranizational tool. At the college where I work, we have just made the transition to Moodle, which, from what I understand, is becoming increasing popular because it is essentially a free program.

I have asked to be in the next Moodle training, but I wonder how I would go about setting up a course where the students can be more interactive.

It is my understanding that, in the past, the department has tried distant education for Adult Ed and it has been unsuccessful. In my region, I think that the concensus is that Adult Ed by distance is difficult because of the lack of students with solid computer skills.

Latasha Goodwyn

Subject: [PD 4808] Re: What's stood out so far?
From: Kathy Olesen-Tracey
Date: Tue Jul 13 21:16:58 EDT 2010

Latisha,

I think you bring up a critical point, the limited computer skills of many adult education students prohibits their engagement in quality online programs. Yet, in order to be successful in either higher education or the workforce -skills with technology is critical. We are well beyond the time when simply knowing how to access email, or use a word document is considered sufficient. We are at a time when managing technology and integrating it into our academic or professional life in a meaningful and collaborative manner is essential. This can put our adult learners at an even higher disadvantage when they struggle with basic computer skills.

In my experience with online learning, the essential element of students finding success in an online curriculum housed in a learning management system such Blackboard, Sakai or Moodle is based more on appropriate placement with curriculum that meets their needs, detailed orientation so they know how to navigate the features, and an engaged instructor who provides detailed expectations so students know how to succeed.

Kathy Tracey

Subject: [PD 4811] Re: What's stood out so far?
From: Isserlis, Janet
Date: Wed Jul 14 06:50:17 EDT 2010

Forgive me if this point has been made already, and/or has been made in different ways, but it seems very clear that for anyone to be able to engage with materials online (or in any other format), *mediation* will be critical.

By this I mean there needs to be some support - human, print, visual, aural - SOMETHING - that enables the end user to access and engage with whatever it is that he or she is trying to do. Left all by myself, if I'm lost on a web site or with whatever, I'm less likely to persist if I'm stuck and can't see a way out.

In the case of online learning, whatever format - sakai, moodle, ning, what have you - without someone or something to provide support for users who are challenged by the technology, it won't matter how useful the learning materials contained within that technology might be. If I can't figure out what skills tutor wants me to do, and I keep guessing but don't know why, I'm not really learning whatever content it is I'm meant to learn.

forgive me, as I said - I think we're all aware of this. But sometimes we (and maybe by we I mean "I" need to ask ourselves/myself daily - is this the format we need to use? Is this technology (book, online thing, chalk, pod cast etc) serving a useful purpose?

Janet Isserlis

Subject: [PD 4813] Re: What's stood out so far?
From: Richard Sebastian
Date: Wed Jul 14 07:54:44 EDT 2010

Latasha:

Do you know the reasons why your program's efforts to deliver DE to adult learners were unsuccessful? There could be number of factors.

It may be that your learners did not have the reading skills necessary to successfully navigate a more text-based online environment. Our online learners need to have TABE reading scores at or above the reading level of our online programs, which is usually between 6th-7th grades. I know other distance ed programs require reading scores around 9th grade.

Also, it could be your learners' had unrealistic expectations about online learning, believing it to be somehow easier than traditional, face-to-face learning. Many of our leaners investigate DE because they have a hard time in class and believe that learning online makes difficult material easier. It was usually the opposite.

Or, as Kathy mentioned, it may be that your learners don't have the technology skills they need to comfortably learn online. Making sure they have sufficient technology literacy allows them to focus on learning content rather than struggling with online navigation and communication.

One model of distance education that I think works best for adult learners is a blended, or hybrid, approach. Students attend their local program to be assessed as well as acquire the skills they need to learn online. Once they are ready, they move to the online environment, knowing they have access to both online and face-to-face support from their program. Having a teacher or mentor support their online activities by giving feedback, monitoring progress, and assigning lessons, is crucial.

I think social media tools can play a role in this type of online support. When we created a Facebook group for our distance education program, eLearnVA, the majority of our online learners already had FB accounts. We also have a blog on our site that many of our learners use to communicate with each other to share their successes and challenges.

Richard Sebastian
Instructional Technology Specialist
Virginia Adult Learning Resource Center
Virginia Commonwealth University
Richmond, VA

Subject: [PD 4838] Re: What's stood out so far?
From: Latasha Goodwyn
Date: Thu Jul 15 08:03:21 EDT 2010

Richard,

I think that you have made some great points here. Thanks for the advice.

I am not sure why the attempts were unsuccessful. The attempt to teach the online adult ed class was before I started. So once it failed, naturally, they decided not to do it anymore.

I've been in the program for about a year and have decided that I would take this project on. With much persuasion, I convinced the director to let me give it a try. So I am open to all suggestions.

I just want to build a very sound program that has some longevity. I think that it is a good idea to use a hybrid-style. According to TEA (Texas Education Agency) I think we have to offer it in this way.

My original thought was to target students who were on the reading and even math level 9-12.

What I think happened in the past attempt was that distant ed wasn't interactive enough. I think, from what I could understand, is that there was a program used like PLATO, or ITTS, and the students were to spend time on this program at home, and then show up, ever so often, in the classroom.

I would like to set up the distant education program so that we could have online discussion and lecture and ppt and, now that I've been reading the posts, Word Thread or Adobe connect pro, and use Moodle as an organizational tool for all of these.

I think, however that we would have really spend some time targeting students that will actually use this program. I am not sure about how to do this. I think that the original idea for the distant ed program was to reach students who were too far away to attend the adult ed classes.

Latasha Goodwyn

Subject: [PD 4815] Re: What's stood out so far? - Support w/Live Sessions
From: Helaine Marshall
Date: Wed Jul 14 08:55:08 EDT 2010

Janet and all,

The "something" that works well for me is a "live interactive session" with the instructor on a webcam and audio in a virtual classroom. There are many options for this, free ones (WiZiQ, DimDim), that are user friendly. Having the teacher share the screen and literally show, point, talk, and explain to the students how to use the e-learning platform (BB, Moodle, etc.) sets the stage for success. Meeting synchronously periodically has been the key factor in the positive feedback we have had with students who had approached online learning with trepidation. In the virtual classroom, students with low cost headsets can chime in and introduce themselves, ask questions, etc. and feel connected in a way that enhances the asynchronous components of their learning. This live session element works best, of course, with broadband and hardwire connections.

Helaine

Helaine W. Marshall, Ph.D.
Director of Language Education Programs
Westchester Graduate Campus
Long Island University

Subject: [PD 4818] Re: What's stood out so far? - Support w/Live Sessions
From: Kathy Olesen-Tracey
Date: Wed Jul 14 09:19:29 EDT 2010

While we mention some of our learners do not have technical skills and are bringing ideas in to help student manage the technology are we overlooking another set of online students - the ones with dial up access? I live in a very rural area - and Internet access from home is quite a challenge. While I have no trouble with email and simple web pages - trying to watch a YouTube video or have a Skype chat is next to impossible. The point is the various types of technology that can bring people together is also extremely limited by the type of internet access. I can send my student great web links and post videos - but that is irrelevant if the student has a slow connection and can't access them.

Another group of learners that may be overlooking are those with accessibility impairments. Many of the resources we are sharing are wonderful - but not usable by a screen reader if a student is visually impaired or can't be navigated by using keyboard functions only if a student has a motor impairment. The project I work on has spent the last several years focusing on ensuring that all end users have a fully enriching experience and we have often struggled with the best way to integrate video / audio / chat / and other Web 2.0 tools within the system and still maintain our integrity to cutting edge technology and a fully accessibility site. The point that I am trying to make is that while we look at many wonderful ideas, we also need to think of type of Internet access and accessible websites.

Kathy

Subject: [PD 4837] Re: What's stood out so far? - Support w/Live Sessions
From: Latasha Goodwyn
Date: Thu Jul 15 07:45:09 EDT 2010

Kathy,

This is a great point that you've mentioned. Most of us who are frequent computer users have some sort of highspeed connection. Many people still use dial-up. Many of my students are doing great to have a computer at home at all.

Latasha Goodwyn

Subject: [PD 4875] Re: What's stood out so far?
From: Holly Dilatush
Date: Thu Jul 15 23:10:16 EDT 2010

What's stood out so far?

1. Participation! I'm ecstatic, really, over the multitude of responses! I'm not sure if the fact that it's summer has helped some folks have more time to participate, or if it's a combination of many factors, but I'm choosing to believe that one of the factors -- an important one -- is that more of us are *ready *to jump in and share our thoughts! Whatever the reason, I'm very pleased to read all the responses, and very pleased with the facilitation team and activity so far!
2. These words come to mind, repeatedly: objectives, interaction, places along the continuum, burnout, how to sustain interaction, professional development needs, objectives, priorities, time management, balance, attitude shift, PLNs (personal learning networks), SLNs (social learning networks), objectives, access, myriad of tools, interaction, incremental change...

awareness ~ attitudes ~ acceptance ~ attempts

Thank you all --

-- Holly (Dilatush)
Charlottesville, VA USA

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